Considerations for Community College Change and Best Practices for Student Success

In the past five years, investigations leading to the identification of best practices have led to quite consistent conclusions.

"This CCRC Brief summarizes findings from a new study that seeks to fill information gaps about older community college students"  

Building Pathways to Success for Low-Skill Adult Students

The following information is a compilation of our investigations, findings and identification of best practices in Integrated Education at Walla Walla Community College

I-BEST program and best practices for Integrated Education

The State of Washington’s economy is highly dependent on the creation of pathways to success in the workforce for non-English speaking adults and low skilled students.  The Integrated Basic Education and Skills Training (I-BEST) instructional program, fully addresses the need to provide work skills and basic education in a more timely manner. This has proven to be an effective approach to teaching and learning, for non-English speaking adults and ABE students, residing in the regions of  Southeastern Washington and Northeastern Oregon. The College-wide I-BEST program at Walla Walla Community College consists of 5 basic components to include: (1) integrated basic skills and technical skill instruction provided in jointly planned and taught vocational classes, (2) train-the-trainer program for faculty and staff, (3) life long learning strategies program, (4) bilingual student support (tutorial/mentoring), and (5) advisor handbooks.

            I-BEST program implementation has involved a combination of planning and actual pilot implementation phases beginning with Spring Quarter, 2004.  The College’s Vocational-Technical Adult Education Liaison (V-TAEL) Committee (a coalition of Workforce Education and Basic Skills faculty and staff) serves as the primary planning entity for the I-BEST program. Beginning with Health Care short term certificate training programs and ESL Level 4, 5, and 6 instructional programs in 2004 with a cohort of 18 students, the Fall Quarter 2005 I-BEST program enrollments include 50 students in four workforce education integrated tracks including business, mechanical, public services, and health services.    Students attend one or more hours in a workforce education class in an established college degree/certificated program.  The texts, assignment and materials from the technical courses are used in the basic skills/ESL classes as curriculum content.  A basic skills instructor attends and provides basic skills instruction and support to all the technical students in the mainstream technical programs.  ESL/ABE students that are enrolled are provided additional basic skills support for the entire workforce education course. Students earn variable credits each quarter based on coursework completed with credits counting toward degrees/certifications in their respective workforce education programs.

I-BEST program students realize higher retention/completion rates, transition seamlessly into and complete technical instructional programs in a shorter period, and obtain living wage jobs in the community sooner than students who have engaged in the traditional sequential mode of instructional delivery.  Across the State of Washington, 44 % of the students enrolled in I-BEST instructional programs completed workforce training programs as compared to 3% of the non co-enrolled students who concurrently completed workforce training in the same time period.  Most of these completions were in short term certificate programs that provide living wage employment opportunities or educational progression.  Dropout rates among this segment of the College’s student population have also been significantly reduced.   

Information provided though these resources can help enhance student learning, and guide efforts toward improving our student service.

NADE
National Association of Developmental Education

ABLE
Adult Basic Literacy Educators for connecting research and practice in Basic Skills education

UCLA community College Studies
Search for the latest research on Community College Reform Oregon State University

New Designs for the Two-Year Institution
Research being done at the university level regarding two year institutions.

U.S. Department of Education
Search this site for teaching materials and professional development resources to improve student learning.